1 Chinese teaching methods in senior high schools
First, give full play to the leading role of teachers.
1. Teachers should grasp the problem of "degree" when playing a leading role.
There is no doubt that teachers play a leading role in the teaching process, can effectively help and guide students to learn, and play a vital role in students' smooth learning.
In view of the problem of Chinese connection between junior high school and senior high school, I think the leading role of teachers has been overplayed. Its performance is as follows: in the teaching process, teachers not only explain the key and difficult knowledge of students clearly, but even some teachers fully design various types of questions and corresponding programs for students, requiring students to memorize in order to directly cope with the exam.
The leading role of teachers' "exceeding authority" has killed the autonomy and enthusiasm of students' thinking in good faith, extinguished the spark of students' thinking and played a counterproductive role. It seems that parents' doting on their children has not only failed to achieve the expected results, but has become worse. This excessive leading role of teachers leads to students' excessive dependence on teachers in their studies, which leads to laziness in thinking and even inability to think. After changing teachers or teaching methods, students are at a loss because of their inadaptability, which affects the sustainable development of Chinese learning. Therefore, teachers should pay attention to the leading role in the teaching process, should not hinder and replace students' thinking, and can fully stimulate students' thinking.
2. Chinese teachers in junior high schools should know the teaching methods of Chinese textbooks in senior high schools, so that teaching can be forward-looking.
Students in Grade One and Grade Three are essentially children of the same age, and both are in a period when their logical thinking ability has not been fully formed. However, junior high school Chinese does have its own characteristics in teaching materials and teaching methods, and there are obvious differences. This difference is also the objective reason for the poor convergence of Chinese teaching in junior and senior high schools. Therefore, junior high school Chinese teachers should know something about senior high school Chinese textbooks and teaching methods. In practice teaching, we should make some preparations according to the teaching practice of junior high school. The leading role of teachers can play the role of foreshadowing and prevention, and overcome some inadaptability of students, which is conducive to the good connection of junior and senior Chinese.
2 Effective teaching methods of Chinese in senior high schools
First, interpret literary texts with aesthetic ideology.
Literature is an aesthetic ideology, and the beauty of literary works has the characteristics of vagrancy and obscurity, which determines the uncertainty of interpretation, aesthetic experience and meaning interpretation. Only through intuitive understanding and psychological experience can teachers enter art, and only through ethereal language can they convey the aesthetic implication of works. Because the artistic beauty of literary works cannot be described by purely objective words, teachers often describe the aesthetic feeling with interest through vague and poetic elastic language, thus arousing students' interest in pondering. In this sense, teachers are only "tour guides" in the art kingdom, and the beauty of literature is mainly appreciated by students themselves. Through image metaphor and artistic conception description, teachers can effectively convey the initial experience when teachers' consciousness and writers' consciousness meet, know and merge, and at the same time, it is easy to arouse students' imagination and creatively understand the aesthetic charm of the text.
Second, strengthen the consciousness of teaching objectives and overcome blindness and randomness.
Teachers should strengthen theoretical study and guide teaching practice with advanced scientific education concepts, so that the target teaching consciousness can really take root in their own minds and turn into practical teaching behavior. At the same time, we should carefully read the new curriculum standards and teaching materials, grasp the relationship between the three-dimensional goals, and avoid blind integration, resulting in vague goals. We should follow the principle of "one class, one style", the classroom design should not be too full, we should not pursue the best everywhere, we should try our best to find a breakthrough in teaching and highlight the highlights. Only in this way can the implementation of teaching objectives have practical significance.
3 junior high school Chinese teaching methods
First, pay attention to the use of advanced teaching methods.
To achieve a good connection between Chinese teaching in junior and senior high schools, we must pay attention to the application of advanced teaching methods. Our school has carried out relevant teaching experiments in this field and gained some successful experiences. Make full use of multimedia, Internet and other modern information technologies in Chinese class, increase the capacity of junior middle school Chinese class, consciously "hang" knowledge and learning methods to the senior middle school stage, so that some Chinese abilities of junior middle school students can be formed "in advance" in the "preschool education" of senior high school; At the same time, the proper integration of modern information technology and Chinese subjects has promoted the formation of students' study habits of "autonomy, cooperation and inquiry". These two aspects have laid a solid foundation for students' high school study and lifelong learning, and the improvement of students' Chinese literacy is inevitable in this process. The application of advanced teaching methods will help to achieve a good connection between junior high school and senior high school Chinese.
Second, give full play to students' dominant position.
This requires teachers to pay equal attention to knowledge and ability in the teaching process, and change the one-sided practice of focusing only on knowledge transmission and ignoring ability training. Teachers should not only teach students "fish", but also teach students "fish", that is, on the basis of paying attention to the teaching and explanation of basic knowledge, make students gradually understand the law of Chinese learning and gradually form correct Chinese learning ability and methods. One of the main internal reasons for the dislocation of Chinese teaching in junior and senior high schools is that students have not mastered the correct Chinese learning methods. Students' acquisition of "fish" from "fish" must be gradually realized through autonomous learning in the learning process. Therefore, teachers should give full play to students' dominant position in the teaching process, and guide and realize students' autonomous learning.
4 junior high school Chinese teaching methods
First, the appropriate, reasonable and flexible use of multimedia information technology
First of all, teachers' thinking cannot be bound by fixed classroom procedures. They should fully realize that Chinese classroom teaching is not a closed system and should not stick to fixed preset procedures. Multimedia teaching is not suitable for every textbook. It should be handled and used flexibly according to the characteristics of different teaching materials. Secondly, we should fully realize that multimedia only exists as an auxiliary teaching method in Chinese teaching, and it is not an indispensable feast in Chinese teaching. Teachers should really take students as the center, think about what students are doing and what they need, and flexibly arrange every link according to their learning situation, instead of mechanically implementing the curriculum design before class. At the same time, the clever connection between the necessary blackboard writing and the transitional words in each link will make the classroom process vivid but not rigid, thus enhancing the emotional interaction between teachers and students.
Second, teachers should comprehensively understand the connotation of "autonomy, cooperation and inquiry" learning mode in theory.
The new curriculum emphasizes the importance of cultivating students' abilities of "independence, cooperation and inquiry", which are generated on the basis of cognition. It must be based on students' full contact with the text and their own thinking.
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